The Long-term Social & Emotional Outcomes of Subject-Area Acceleration on Gifted Learners

133 Pages·2012·0.8 MB·English

by  Dana King

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LONG-TERM SOCIAL AND EMOTIONAL OUTCOMES OF SUBJECT-AREA
ACCELERATION ON GIFTED LEARNERS

by
Dana Cantrell King
Liberty University

A Dissertation Presented In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education

Liberty University

April, 2012
Long-term Social and Emotional Outcomes of Subject-area Acceleration on Gifted
Learners

by Dana Cantrell King

A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education

Liberty University, Lynchburg, VA
April, 2012

APPROVED BY:

Karla Swafford, Ed.D., Committee Chair Date

Toni Stanton, Ed.D., Committee Member Date

N. David Cox, Ed.D., Committee Member Date

Scott Watson, Ph.D., Associate Dean, Advanced Programs Date
ABSTRACT
This qualitative phenomenological study utilizing transcendental phenomenology
methods sought to understand the long-term social and emotional outcomes associated
with subject-area acceleration. The participants were high school gifted juniors and
seniors from one rural high school the southeastern United States. Data was collected
through surveys, individual interviews, and focus group interviews. The rich details
produced by this study enabled the researcher to construct a voice for this population by
analyzing overarching themes emerging from surveys and interviews. The results of this
study indicated that participants experienced primarily positive social and emotional
outcomes of subject-area acceleration including long-term friendships, healthy
competition, supportive parents and teachers, and motivation. The study will help guide
teachers, parents, and administrators as they seek appropriate placement options for
gifted learners.

Descriptors: gifted, emotional, social, subject-area acceleration
DEDICATION
This amazing journey would not have been possible without the continued love
and support of my family. Jimmy, I can never thank you enough for all the joy you bring
to my life; God truly blessed me with a wonderful husband. Thank you for the countless
trips to Virginia and patience during the late night writing sessions. To my son, Jake, you
always make me proud to be your mother. Thank you for allowing God to use you
mightily. I can only imagine the plans He has for you. Mama and Daddy, thank you for
believing in me and encouraging me. I am so blessed to have such wonderful Godly
parents.
ACKNOWLEDGEMENTS
“In all thy ways acknowledge Him, and He shall direct thy paths.” Proverbs 3:6
I must first acknowledge my Lord and Savior Jesus Christ who truly directed my
paths as I conducted this study. All glory and praise belong to Him. Thank you to my
chair, Dr. Karla Swafford, for your guidance and patience. You stood by me and
supported me tirelessly; I can never thank you enough. I would also like to thank my
other committee members, Dr. Toni Stanton and Dr. David Cox, and my research
consultant, Dr. Lucinda Spaulding. Your encouragement and feedback were truly
appreciated. Additionally, I would like to thank Dr. Jill Jones for her enduring words of
wisdom. Last, I would like to thank Pastor Stephen Cochran and the congregation of
Snow Springs Baptist Church for your love, support, and prayers.
Table of Contents

CHAPTER 1: INTRODUCTION........................................................................................1

Background..............................................................................................................1

Problem Statement...................................................................................................3

Purpose Statement…………………………………………………………………4

Significance of the Study………………………………………………………….4

Delimitations………………………………………………………………………5

Research Questions………………………………………………………………..5

Definitions…………………………………………………………………………6

Research Plan……………………………………………………………………...8

CHAPTER 2: LITERATURE REVIEW..........................................................................10

Introduction………………………………………………………………………10

Theoretical Framework..........................................................................................10

Review of Literature……………………………………………………………..14

Types of Gifted Delivery Models………………………………………..14

Historical Perspective of Gifted Education………………………………15

Acceleration Research and Implications…………………………………18

Summary…………………………………………………………………………27

CHAPTER 3: METHODOLOGY………………………………………………………29

Introduction………………………………………………………………………29

Research Design………………………………………………………………….29

Setting…………………………………………………………………………....31

Participants………………………………………………………………………33
Researcher’s Role………………………………………………………………..34

Data Collection.....................................................................................................35

Surveys…………………………………………………………………...36

Interviews……………………………………………………………......37

Focus Groups…………………………………………………………….41

Data Analysis…………………………………………………………………….43

Epoche……………………………………………………………………43

Horizontalization…………………………………………………………43

Themes…………………………………………………………………...44

Individual textural-structural descriptions……………………………….44

Trustworthiness…………………………………………………………………..45

Transcriptions……………………………………………………………45

Feedback…………………………………………………………………46

Rich data…………………………………………………………………46

Triangulation……………………………………………………………..46

Ethical issues…………………………………………………………………….46

CHAPTER 4: FINDINGS………………………………………………………………48

Introduction………………………………………………………………………48

Setting……………………………………………………………………………48

Participant Selection……………………………………………………………..49

Survey……………………………………………………………………………50

Individual Interviews and Focus Groups………………………………………...52

Themes…………………………………………………………………………..53
Analysis of Participants………………………………………………………….54

Cole………………………………………………………………………54

Landon…………………………………………………………………...57

Adele……………………………………………………………………..59

Marley……………………………………………………………………61

Tripp……………………………………………………………………..63

Brad………………………………………………………………………66

Kristy……………………………………………………………………..68

Jaylyn…………………………………………………………………….69

Question Data Analysis…………………………………………………………..71

Key Research Question Findings………………………………………………...72

Peer Relations: Social Isolation………………………………………….72

Peer Relations: Long-term Friendships…………………………………73

Peer Relations: Competition…………………………………………….73

Adult Relations: Supportive Teachers…………………………………..74

Adult Relations: Supportive Parents…………………………………….74

Worry and Stress…………………………………………………………75

Motivation………………………………………………………………..75

Research Sub-questions Findings………………………………………………..76

Academic Preparation……………………………………………………76

Social Preparation………………………………………………………..77

Overall Positive Attitudes and Feelings…………………………………77

Social Adjustment: Isolation…………………………………………….80
Stress……………………………………………………………………..80

Summary…………………………………………………………………………82

CHAPTER 5: DISCUSSION………………………………………………………….....85

Overview…………………………………………………………………………85

Discussion of Findings…………………………………………………………...85

Peer Relations……………………………………………………………86

Competition………………………………………………………………87

Adult Relations…………………………………………………………..89

Worry and Stress…………………………………………………………90

Motivation………………………………………………………………..91

Implications from Study…………………………………………………………92

Promote School Connectedness………………………………………….92

Gifted Education Training……………………………………………….93

Promotion of Subject-area Acceleration…………………………………91

Limitations and Future Research………………………………………………...95

Conclusion……………………………………………………………………….96

REFERENCES………………………………………………………………………….98

APPENDIX A: IRB APPROVAL LETTER…………………………………………..108

APPENDIX B: SCHOOL DISTRICT CONSENT LETTER………………………….109

APPENDIX C: PARENT/STUDENT CONSENT LETTER/SURVEYS……………..110

APPENDIX D : PARENT/STUDENT CONSENT LETTER/INTERVIEWS…….......112

APPENDIX E: POTENTIAL PARTICIPANT SURVEY…………………………….115

APPENDIX F: INTERVIEW 1……………………………………………………….117
APPENDIX G: INTERVIEW 2……………………………………………………….119

APPENDIX H: FOCUS GROUP………………………………………………………121

List of Tables